基于CiteSpace分析的我国孤独症儿童融合教育研究热点与趋势

Research Hotspots and Trends in Inclusive Education for Children with Autism in China: A CiteSpace-Based Analysis

摘要: 为厘清我国孤独症儿童融合教育研究的知识图景，本文以中国知网为数据来源，将分析时间范围限定为2014年1月1日至2024年10月1日，运用CiteSpace进行关键词共现、聚类和突现分析。研究发现该领域发文量在2014~2021年总体上升，2021年达到阶段峰值，之后有所回落但仍高于早期水平；“随班就读”“特殊教育”“特殊儿童”“社会工作”“态度”“同伴关系”是主要研究热点；“同伴支持”“学校适应”“随班就读”等是近年突现前沿。聚类主题涵盖融合教育、社会工作、随班就读、特殊教育、特殊儿童、叙事研究、同伴关系、策略、英国、大学生等；研究前沿由早期“对策”“教育”“康复”逐步转向“学校适应”“随班就读”“同伴支持”等质量提升议题。建议未来加强课堂层面的教育教学研究，提升融合教育教师专业能力，完善家校社协同支持体系，并重点开展基于信息技术和结构化同伴支持的学校适应干预研究。

Abstract: To clarify the knowledge landscape of research on inclusive education for children with autism in China, this study uses the China National Knowledge Infrastructure (CNKI) as the data source, limits the analysis period to January 1, 2014, to October 1, 2024, and employs CiteSpace to conduct keyword co-occurrence, cluster, and burst analyses. The findings show that the number of publications in this field generally increased from 2014 to 2021, peaked in 2021, and then declined somewhat but remained higher than the early level. “Learning in regular classrooms”, “special education”, “special children”, “social work”, “attitudes” and “peer relationships” are the main research hotspots; “peer support”, “school adjustment” and “learning in regular classrooms” are emerging frontiers in recent years. Cluster themes include inclusive education, social work, learning in regular classrooms, special education, special children, narrative research, peer relationships, strategies, the United Kingdom, and college students. The research frontier has gradually shifted from early topics such as “countermeasures”, “education” and “rehabilitation” to quality-improvement issues such as “school adjustment”, “learning in regular classrooms” and “peer support”. It is suggested that future research should strengthen classroom-level teaching and education research, enhance the professional competence of inclusive education teachers, improve the home-school-community collaborative support system, and focus on school-adjustment interventions based on information technology and structured peer support.